School DAILY LESSON LOG Grade Level 7 Teacher Learning Area MATHEMATICS Teaching Dates and Time Session 1 I. OBJECTIVES Quarter THIRD Session 2 Session 3 Session 4 Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides 1. Content Standards The learner demonstrates understanding of key concepts of Geometry of shapes and sizes, and geometric relationships. 2. Performance Standards The learner is able to create models of plan figures and formulate and solve accurately authentic problems involving sides and angles of a polygon 3. Learning Competencies / Objectives Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two. M7GE-IIIa-1 1. Describe the undefined terms in Geometry 2. Name the identified point(s), line(s) and plane(s) in a given figure 3. Value accumulated knowledge as means of new understanding. MTGE-IIIa2 M7GE-IIIa-3 1.Identify and name the 1. Classify the given angle subsets of a line according to measure. 2. Illustrate the subsets of 2. Illustrate the three kinds a line of angles. 3. Find the distance 3. Appreciate the value of between two points on a line angles in real life using an absolute value situations. 4. Manifest accuracy in finding the distance between two points on a line. M7GE-IIIb-1 1. Identify complementary angles and supplementary angles. 2. Find the complement and supplement of an angle. 3. Value accumulated knowledge as means of new understanding. II. CONTENT III. LEARNING RESOURCES Undefined Terms in Complementary and Angles and its Kinds Subsets of a Line Geometry Supplementary Angles List the materials to be used in different days. Varied sources of materials sustain children‟s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development. A. References 1. Teacher‟s Guide pages 2. Learner‟s Materials pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal LCTG LCTG Geometry III 2013 pp. 3-4 New Mathematics for Grade Geometry III by Janette D. 7 by Virgilio Ato -Lopez Dionio et al pp. 55 – 57 Grade 7 Mathematics pages 138-141 Patterns and Practicalities Activity SourceBook for 2nd Updated Edition by Grade VII, Vol. XVII No. 3, Gladys C. Nivera, Ph.D. pp. Educational Resource 353. Corporation, pp. 8-10 http://www.math-onlymath.com/fundamentalgeometrical-concepts.html http://www.theverge.com/201 6/9/12/12885574/opticalillusion-12-black-dots https://www.youtube.com/wa tch?v=k5etrWdIY6o LCTG https://www.brighthubeducat ion.com/lesson-plansgrades-3-5/102267-thethree-types-of-angles/ LCTG Grade 7 Mathematics Patterns and Practicalities by Gladys C. Nivera pages 328-329 B. Other Learning Resources IV. PROCEDURES LCD, Laptop, Pictures/Illustrations/Figures These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. A. Reviewing previous Optical Illusion lesson or presenting Refer to DLP Introductory Activity pp. the new lesson B. Establishing a purpose for the lesson Ask the students to: Draw a point. Draw a line. Draw a plane Boys vs. Girls Recall of the past lesson : Everybody look around and write an object under each heading. First to complete fifteen objects will be declared winner. Objects must be seen around the room.By the count of three. No. 1 was done for you Points Lines Planes 1.tip of curtain black a pen rod board 2. 3. 4. 5 Jigsaw Puzzle (Group Activity) “Stop Dance” The students will dance as the music is running and when the music stops, the students will form an angle with the use of their body parts. Drill: Perform the following operations The students are ask to draw an example of an angle formed during the dance. 4)____- 30 = 60 The teacher can point out the parts of an angle using the body parts of the students. • Arms – the sides of the angle • Head – vertex of the angle A. Determine if the given figure is an angle or not. B. Refer to the attached DLP for further 1)____ + 45 = 90 2)____ + 35 = 180 3) 65 +_____ = 180 5)____- 108 = 72 Students will classify the angles based on the measurement of each slice. Lola Nidora bought rice activities cake and asked Alden to slice it for the DABARKADS. (See figure at attached DLP) Activity: Angle Manipulatives Materials: • Cardboard LCTG „s lesson 2 Teaching • Paper Fastener Modeling https://www.youtube.com/wat • Protractor ch?v=k5etrWdIY6o • Scissors Refer to the attached DLP for the details of the activity. Determine the measure of each angle formed by its establishment using the park as the vertex, then “THINK-PAIR-SHARE” LCTG‟s lesson 2 Teaching classify it whether acute, “CABBAGE GAME” Modeling right or obtuse angle. C. Presenting examples/ instances of the Video clip about points, lines, lesson and planes Activity (Pen-FindANGLEANGLE-Pen) D. Discussing new concepts and practicing new skills #1 Naming pairs of complementary and supplementary angles from a figure of buko pie (see attached DLP) E. Discussing new concepts and practicing new skills #2 Guided Practice LCTG‟s lesson 2 input or activity Refer to the attached DLP for the details of the activity. “Angle Stretching” 1. When do we say that two angles are supplementary? Classify whether the given angle is acute, obtuse and 2. How can you say that two right. angles are complementary? (The teacher demonstrates the body movement if the given angle is acute, obtuse and right.) 3. What kind of angle is formed by complementary angles? supplementary angles? Refer to the attached DLP for the details of the activity. F. Developing mastery (Leads to Formative Assessment 3) Application G. Finding practical applications of concepts and skills in daily living H. Making generalizations and abstractions about the lesson LCTG‟s lesson 2 analysis Without using a protractor, complete the measurement of each angle. (See figure at attached DLP) Identify the type of angle Answer the questions that formed between the hands follow. of each clock. 1.How do we find the supplement of an angle? 2.How do we find the complement of an angle? Give the missing measures for each pair of angles. Reflect on this: Carpentry requires an understanding of points, lines, and planes. Carpenters Refer to the attached DLP need to align beams and LCTG‟s lesson 2 Application for the details of the activity. create flat surfaces. What other line of work requires an understanding of points, lines, and planes? Angle is a union of two nonA point suggests an exact collinear rays with a location in space and has no common endpoint. The two dimension. non-collinear rays are the A line is a set of points sides of the angle, while the arranged in a row and is LCTG‟s lesson 2 wrap -up common endpoint is the extended endlessly in both vertex. directions. Three kinds of angles A plane is a set of points in according to measure: an endless flat surface. Acute angle is an angle Complementary and Supplementary Angles Two angles are complementary if the sum of their measures is equal to 900. 0 30 600 500 400 0 (a) three non-collinear points; (b) two intersecting lines; (c) two parallel lines; or 0 0 0 0 0 whose measure is less than 30 + 60 = 90 40 + 50 = 90 2 90°, but greater than 0°. 1 m1 m2 900 Right angle is an angle whose measure is equal to Two angles are 90°. supplementary if the sum of Obtuse angle is an angle whose measure is greater their measures is equal to 0 than 90°, but less than 180°. 180 . The following determine a plane: (d) a line and a point not on the line. 500 130 1100 700 0 500 + 1300 = 1800 1100+ 700 = 1800 m3 m4 1800 3 LCTG‟s lesson 2 Assessment I. Evaluating learning Assessment J. Additional activities for application or remediation Assignment LCTG‟s lesson 2 Assignment 4 A. Draw the three kinds of Completing the table. (see angles according to the attached DLP) following given measure. Acute – 30° Obtuse – 100° Right – 90° B. Classify whether the given measurement is acute, obtuse and right angle. 1. 100° 2. 15° 3. 90° 4. 170° 5. 89° Follow-up Activity: See attached DLP 1. In a journal, write the importance of knowing the classification of an angle and give at least 2 examples of each. Study: 2. Differentiate Complementary angles from Supplementary angles. Reference: Learner Module for Grade 7 Grade 7 Mathematics Patterns and Practicalities 2nd Updated Edition by Gladys C. Nivera, Ph.D. pp. 353. V. REMARKS VI. REFLECTION 1. No.of learners who earned 80% on the formative assessment 2. No.of learners who require additional activities for remediation. 3. Did the remedial lessons work? No.of Reflect on your teaching and assess yourself as a teacher. Think about your students‟ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. learners who have caught up with the lesson. 4. No.of learners who continue to require remediation 5. Which of my teaching strategies worked well? Why did these work? 6. What difficulties did I encounter which my principal or supervisor can help me solve? 7. What innovation or localized materials did I use/discover which I wish to share with other teachers?
